Quarter 1: Early Humans and Societies/ Mesopotamia, Egypt and Kush
Content
The Big Idea:
Literature gives us clues to understand how people lived and thought in the past.
Literature allowes us to experience the cultures of the past.
SKill
Activities
Assessment
RL.6.1,
RL.6.2,
RL.6.3,
RL6.4,
RL.6.5,
RL.6.6,
Literary Text
Cite textual Evidence
Analyze explicit meanings
Draw inferences
Determine theme
Provide objective summary
Identify plot development
Describe Character development
Determine Figurative and Connotative meaning
Analyze word choice
Analyze structure of text
Explain use of Point of View
Suggested Reading:
Biblical passages focusing on the historical record.
The Epic of Gilgamesh
"Ahmed, the Boab's son: A story from Egypt" by Andy Entwistle Rise of the Golden Cobra by Henry Aubin
Virtual Field Trip
Formative Assessments:
Quiz, Ticket-out-the door, Quick write, Survey, Likert scale, observation Summative Assessment in the style of the current state testing done in conjunction with Social Studies.
RI.6.1,
RI.6.2,
RI 6.3,
RI.6.4,
RI.6.5.
RI.6.6,
RI.6.7
Non-Fiction Text
Cite textual evidence
Analyze texts explicit and inferential meaning
Determine Central idea
Analyze how key elements are introduced, illustrated and elaborated
Determine figurative, connotative and technical meaning
Analyze how structure contributes to idea development
Determine point of view and purpose
Integrate information presented in different media and formats
Unit Vocabulary: Theme, bias, stereotyping, prejudice, inference, evaluate, identify, analyze predict, elaborate, categorize, Suggested Reading: (examples are attached):
"Horses and Camels play a key role" by Lisa Heidorn
"Scribes" by Lois Sepahban
"Writing in Mesopotamia" by Elizabeth Payne
"Too Long a Roaming the story of Sinuhe"
by Damon, Duane
W.6.4,
W.6.5,
W.6.6,
W.6.7,
W.6.9,
W.6.10
W.6.3
Narrative Writing
Development, organization and style are appropriate to task, purpose and audience
Use transitions that convey sequence and relationships
Develop reflective conclusions
1. Task Definition: Use of graphs, interest surveys, KWL, etc
2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites
3. Location and Access: Evaluation of sources, plagerism, citation
4. Use of information: paraphrase, summarize, creative commons
5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster,
6. Evaluation
Research a geographical location or culture and write a narrative as if you had visited that place or experienced the culture.
SL.6.1,
SL.6.5,
SL.6.6
Speaking and Listening
Engage in collaborative discussions
Expressing ideas clearly
Use researched material during discussions
Set goals
Meet deadlines
Follow discussion protocol
Pose relevant questions
Respond to others
Qualify and justify views
Integrate multimedia and visual displays into presentations
Adapt speech to audience and purpose
Peer Revision Groups
Students participate in creating a rubric or grading criterion.
Students create a production schedule.
Present research information using technology.
Examples: Create a Movie, a stage play, prezi, song, website, animation, electronic scrapbook, storybook, etc.
L.6.1,
L.6.2,
L.6.3,
L.6.4, L.6.5, L.6.6
Language
Use of standard English in writing and speaking
Explain the function of verbals ( Gerunds, participles and infinitives
Use verbs in passive and active voice
Use verbs in indicative, imperative, interrogative conditional and subjunctive mood
Use correct Capitalization, punctuation and spelling
Use coma, ellipsis and dash
Use verbs in the conditional and subjunctive mood
Determine the meaning of a word by using a range of strategies
Using context clues
Use common Greek and Latin affixes and roots to understand meaning
Know how to use dictionaries, glossaries and thesauruses to clarify meaning, determine pronunciation and part of speech
Identify, use and understand Figurative language
Use grade appropriate vocabulary
Revision and Deep Revision techniques
Example:
Students rewrite narrative in a different point of view.
Students identify all passive verbs in narrative and change to active.
Students rewrite narrative from a different perspective.
Students identify overused words and use a thesarus to improve their word usage.
Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better.
The Big Idea:
Literature gives us clues to understand how people lived and thought in the past.
Literature allowes us to experience the cultures of the past.
RL.6.2,
RL.6.3,
RL6.4,
RL.6.5,
RL.6.6,
Biblical passages focusing on the historical record.
The Epic of Gilgamesh
"Ahmed, the Boab's son: A story from Egypt" by Andy Entwistle
Rise of the Golden Cobra by Henry Aubin
Virtual Field Trip
Quiz, Ticket-out-the door, Quick write, Survey, Likert scale, observation
Summative Assessment in the style of the current state testing done in conjunction with Social Studies.
RI.6.2,
RI 6.3,
RI.6.4,
RI.6.5.
RI.6.6,
RI.6.7
Suggested Reading: (examples are attached):
"Horses and Camels play a key role" by Lisa Heidorn
"Scribes" by Lois Sepahban
"Writing in Mesopotamia" by Elizabeth Payne
"Too Long a Roaming the story of Sinuhe"
by Damon, Duane
W.6.5,
W.6.6,
W.6.7,
W.6.9,
W.6.10
W.6.3
2. Information seeking strategies: OPAC, Infohio, databases, Google Scholar, Websites
3. Location and Access: Evaluation of sources, plagerism, citation
4. Use of information: paraphrase, summarize, creative commons
5. Sythesis: Prezi, PPT, Moviemaker, website creation, Publisher, glogster,
6. Evaluation
SL.6.5,
SL.6.6
Students participate in creating a rubric or grading criterion.
Students create a production schedule.
Examples: Create a Movie, a stage play, prezi, song, website, animation, electronic scrapbook, storybook, etc.
L.6.2,
L.6.3,
L.6.4, L.6.5, L.6.6
Example:
Students rewrite narrative in a different point of view.
Students identify all passive verbs in narrative and change to active.
Students rewrite narrative from a different perspective.
Students identify overused words and use a thesarus to improve their word usage.
Students identify any uses of idiom, cliche, analogies, allusions and other figurative language in their writing. Ask them to say rewrite without using figurative language and then make a determination which is better.